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Preschool children use space, rather than counting, to infer the numerical magnitude of digits: evidence for a spatial mapping principle. (English)
Cognition 158, 56-67 (2017).
Classification: F21 F31 C31
1
Better together: multiple lines of evidence for a link between approximate and exact number representations: a reply to Merkley, Matejko, and Ansari. (English)
J. Exp. Child Psychol. 153, 168-172 (2017).
Classification: F21 C31 F31
2
Strong causal claims require strong evidence: a commentary on Wang and colleagues. (English)
J. Exp. Child Psychol. 153, 163-167 (2017).
Classification: F21 C31 F31
3
A dissociation between small and large numbers in young children’s ability to “solve for $x$” in non-symbolic math problems. (English)
Cognition 160, 82-90 (2017).
Classification: H31 F31 F21
4
The relation between approximate number system and early arithmetic: the mediation role of numerical knowledge. (English)
J. Exp. Child Psychol. 157, 111-124 (2017).
Classification: F21 F31
5
Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: a study of the cognitive processes involved in arithmetic problem solving. (English)
Res. Dev. Disabil. 61, 44-54 (2017).
Classification: C40 D70 C30 F30 D50
6
Children’s understanding of additive concepts. (English)
J. Exp. Child Psychol. 156, 16-28 (2017).
Classification: F32 F33 C32 C33
7
Working with parents to promote preschool children’s numeracy: teachers’ attitudes and beliefs. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 181-198 (2017).
Classification: D41 C61 C29 F21 F31
8
Number stories. (English)
Phillipson, Sivanes (ed.) et al., Engaging families as children’s first mathematics educators. International perspectives. Singapore: Springer (ISBN 978-981-10-2551-8/hbk; 978-981-10-2553-2/ebook). Early Mathematics Learning and Development, 81-101 (2017).
Classification: F21 F31
9
Children’s understanding of the commutativity and complement principles: a latent profile analysis. (English)
Learn. Instr. 47, 65-79 (2017).
Classification: F31 C31
10
Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children. (English)
J. Exp. Child Psychol. 154, 146-163 (2017).
Classification: F21 F31 C51 C31
11
Orientations for the developing of patterns. (Orientaciones para el desarrollo de patrones.) (Spanish)
Uno 22, No. 73, 45-51 (2016).
Classification: H22 F22 F32 D72
12
From arithmetical to algebraic language: errors and difficulties. (Del lenguaje arithmético al algebraico: errores y dificultades.) (Spanish)
Uno 22, No. 73, 38-44 (2016).
Classification: H20 H30 F30 F40 F50 D70 E40
13
Using the Singapore bar model to support the interpretation and understanding of word problems in key stage 2. (English)
Adams, G. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol. 35, No. 3. Proceedings of the day conference, University of Reading, UK, November 7, 2015. London: British Society for Research into Learning Mathematics (BSRLM). 114-119 (2016).
Classification: F92 D52 F32 F42
14
Prospective elementary teachers making sense of multidigit multiplication: leveraging resources. (English)
J. Res. Math. Educ. 47, No. 3, 270-307 (2016).
Classification: F39 C39 D39
15
Diagnosing the sense of numbers and operations. Problem posing on the basis of KIWIS diagnostic interview for the work with very heterogeneous lower secondary learning groups. (Zahl- und Operationsverständnis diagnostizieren. Aufgabenkonzeption auf Basis des diagnostischen Interviews KIWIS für die Arbeit mit stark heterogenen Lerngruppen in der Sekundarstufe I.) (German)
PM Prax. Math. Sch. 58, No. 70, 25-29 (2016).
Classification: F33 F43 D43
16
Where does the “carry over" come from? Representing the multiplication of natural numbers in different ways. (Woher kommt das “eins gemerkt"? Multiplikation natürlicher Zahlen auf verschiedene Weise darstellen.) (German)
Mathematik 5 bis 10 36, 6-9 (2016).
Classification: F33 D83
17
Children’s multiplication and division shortcuts: increasing shortcut use depends on how the shortcuts are evaluated. (English)
Learn. Individ. Differ. 49, 297-304 (2016).
Classification: F33 C33
18
Using untouchables to make arithmetic structures touchable: the case of the associative rule. (English)
Aust. Prim. Math. Classr. 21, No. 1, 8-11 (2016).
Classification: F32
19
A license to think on the road to fact fluency. (English)
Teach. Child. Math. 22, No. 9, 556-562 (2016).
Classification: F32 C32
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